Having clear expectations on the first day of class is key to being transparent with each student and conveying the message to students that I want them to succeed. Setting clear expectations begins with the way the information is organized. Not only are expectations outlined in the syllabus (see syllabus to the left), but they are also highlighted elsewhere. I have a ‘Getting Started Module’ that clearly outlines my extension and attendance policy (see Getting Started Module to the left). This module contains the same information as the syllabus but in a more manageable way and is much easier to refer back to throughout the semester. The module includes an ‘Overview of Assignments’ and a ‘Frequently Asked Questions (FAQ)’ page. The FAQ page is a user-friendly resource mirroring formats students are accustomed to seeing online, ensuring they can easily access essential course information. 

Expectations regarding my class attendance and extension policies are also made clear by avoiding broad language and instead using specific language (e.g., 1 hour, 48 hours). To receive an extension, students must notify me 48 hours ahead of time by email (see syllabus). Regarding absences, students can miss class for any reason provided they write a formal email and notify me at least 1 hour before class starts. This ensures that students clearly understand what is expected of them. Additionally, it ensures only the students who plan ahead benefit from my flexible policies. 

Seeing student improvement throughout the semester is important to me, as it demonstrates the effectiveness of my teaching. One way I gauge improvement is by analyzing changes in exam scores from Exam 1 to Exam 2. This is especially important since Exam 2 occurs after I administer a feedback survey to my students. At first glance, the average class score decreased by 1% from Exam 1 to Exam 2 (see exam scores to the left). However, other metrics provide strong evidence of overall improvement. The lowest grade in the class increased by 12% and the standard deviation decreased, meaning that individual class scores were much closer to the class average for Exam 2. This suggests that adjustments to my teaching style is working for the whole class, not just a select few students.

To me, prioritizing improvement also includes instructor improvement. I assess my USF instructor evaluations at the end of every semester but also administer a mid-semester feedback survey after the first exam (see examples of this survey under 'Student Evaluations' page). I believe this feedback during the semester is crucial to both my improvement and student success because each class learns differently. Students have explicitly noted in the USF instructor evaluations that I changed my teaching style and course content to better fit the class. One student from Spring 2024 said “When we asked for more videos throughout the lecture, she made sure to include more.” Another student from Spring 2024 stated “She truly changed her style based on mid-course feedback!” To the left are my USF course evaluations for Spring 2024 and the mid-semester feedback survey.

Promoting classroom engagement is a key part of my teaching philosophy. I believe students are more likely to come to class and pay attention when they are interested in the material. One way I promote engagement is through random in-class activities that introduce students to the lecture theme of that day. For example, the first lecture of the semester is on life expectancy. As their class activity, students complete a Life Expectancy Calculator (click 'Life Expectancy Calculator' to the right). Students enter information about their height, weight, fruit/vegetable intake, and lifestyle habits like drinking, smoking, and exercise. An estimation of how long they will live is generated and they learn firsthand how different factors influence their own life expectancy estimate. This activity prepares them for a lecture that dives deeper into many of these factors. Another example of classroom engagement is from the class activity on memory development. The class starts off by taking a memory test where 15 words are flashed on the screen (see Memory Lecture powerpoint). These are all short words that revolve around sleep (e.g., pillow, snooze, dream) but the word sleep does not appear on the list. After writing down the words they remember, I ask students to raise their hand if sleep was on their list. Usually, a third of the class raises their hand. Students then learn how our brains sometimes create false memories to help us fill in memory gaps we may have.

Student attendance is important to me since those who attend class regularly tend to perform better. Rather than enforcing attendance through strict policies, I strive to make attending class something students want to do. As part of First Day Attendance, I have students submit photos of their pets to be used throughout the lectures. I begin each lecture with a ‘Pet of The Day’ (see first slide of Memory Lecture powerpoint). While this started off as a fun way to promote engagement, one student mentioned it motivated them to come to class: “Pets of the day is also such a fun way to start class. Honestly, on days I didn't want to go, I went anyways just to see if my pet was up there so definitely kept me personally engaged!"

My teaching philosophy is influenced by my own undergraduate experience where I also attended a large university but felt seen and valued by all my professors. I aim to offer this same feeling to my current students. Humbly, some of my students have gone to great lengths to make sure I am seen by them! One of the most common comments on my USF evaluations is that my students can tell I care for them. I have even had a student go above and beyond and send me a ‘Thank A Professor’ note (see left).

The care I have for my students goes beyond my classroom walls. I aim to promote a sense of belonging on campus as I believe this was key to my own success as an undergraduate student. I have connected dozens of students with research labs looking for undergraduate research assistants through the USF Research Portal (linked to the left). If a position is not advertised, I have helped students draft emails to principal investigators they would be interested in working with. I have also introduced students to BullsConnect so they can learn about campus events and student groups (linked to the left). Some of my students have even gone on to serve in leadership positions in student organizations they learned about through my class.

Teaching human development does not just mean focusing on the ‘positive.’ Many aspects of development are challenging and difficult to talk about. The lecture on Developmental Psychopathology discusses metal health topics that may be sensitive for some students. At the end of this lecture, I link resources at USF for students who may be struggling (linked to the left).

I believe my lenient but clear attendance and extension policies help my students develop as professionals beyond my classroom (see ‘Clear Expectations’ section). Because my policy states that students must send me a formal email regarding class absences and extension requests, this gives them an opportunity to practice professional email communication. It prepares them for future scenarios where they may need to negotiate workplace deadlines. Even though my policies are rigid, many students view them as fair. One student from Fall 2024 wrote "She understands that everyone is human and sometimes needs extra help or extensions rather than being strict on deadlines."